Where Does the Time Go? A Diary Approach to Business and Marketing Students’ Time Use

Nonis, Sarath A.; Philhours, Melodie J.; Hudson, Gail I.

doi:10.1177/0273475306288400

Cited by 42 publications

(40 citation statements)

References 34 publications

(33 reference statements)

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“…These results are consistent with those found by Gran, Hindman and Stronge (2010), Nonis, Philhours and Hudson (2006), or Walberg and Paik (2000), among others. For example, the study by Nye, Konstantopoulos Martínez-Garrido, Cynthia & Murillo, F. Javier (2016).…”

Section: Discussionsupporting

confidence: 93%

Incidencia de la distribución del tiempo no lectivo de los docentes en Educación Primaria en el aprendizaje de sus estudiantes

Martínez-Garrido

Torrecilla

2016

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Incidencia de la distribución del tiempo no lectivo de los docentes en Educación Primaria en el aprendizaje de sus estudiantesMartínez-Garrido, Cynthia (1) & Murillo, F. Javier (2) (1) University of Zaragoza (Spain) (2) Autonomous University of Madrid (Spain) AbstractThis research aims to determine the incidence of the percentage of time that Latin American teachers of Primary Education allocated to different no teaching related tasks on the academic achievement of students in Mathematics and Language. We have conducted a study with 256 teachers from 9 countries in Latin America and 5,610 students. The information was collected from the teachers' distribution time as well as the characteristics of students and their environment, and performance in Mathematics and Language through validated tests for all countries at the beginning and at the end the course. Using Multilevel Models with four levels of analysis (student, classroom, school and country), it has been found that an increased focus on three tasks significantly improves student achievement: the lesson preparation, correction of assessments, and work with families. And, conversely, a greater emphasis on administrative tasks lowers achieving students. With these results, empirical evidence is provided on the need for teachers to have suitable working conditions to adequately perform their jobs. Thus, it is necessary to consider that the work of teachers is not only being with the group, you also have to let time and prepare appropriate spaces for their work in the classroom. Similarly, whatever is minimizing administrative tasks performed by teachers result in greater student learning, probably because teachers are devoted "to the important". Keywords: ResumenEsta investigación busca determinar la incidencia del porcentaje de tiempo que los docentes iberoamericanos de Educación Primaria destinan a las diferentes tareas no lectivas sobre el logro académico de sus estudiantes en Matemáticas y en Lectura. Para ello se ha realizado un estudio con 256 docentes de 9 países de Iberoamérica y sus 5.610 estudiantes. Concretamente se ha recogido información de la distribución del tiempo de los docentes, así como de las características de los estudiantes y su entorno, y de su rendimiento en Matemáticas y en Lectura, mediante pruebas previamente validadas para todos los países, al principio y al final del curso. Utilizando Modelos Multinivel de cuatro niveles de análisis (estudiante, aula, escuela y país), se ha encontrado que una mayor dedicación a tres tareas mejora significativamente el logro de los estudiantes: la preparación de las clases, la corrección de evaluaciones y el trabajo con familias. Y, por el contrario, una mayor dedicación a tareas administrativas hace que disminuya el logro de los estudiantes. Con estos resultados se aportan evidencias empíricas acerca de la necesidad de que los docentes tengan unas condiciones laborales adecuadas para desempeñar adecuadamente su trabajo. Así, es necesario considerar que el trabajo de los docentes no es sol...

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Section: Discussionsupporting

confidence: 93%

Incidencia de la distribución del tiempo no lectivo de los docentes en Educación Primaria en el aprendizaje de sus estudiantes

Martínez-Garrido

Torrecilla

2016

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“…Along similar lines, Arthur, Shepherd, and Sumo (2006) found that level of student diligence was predictive of higher GPA. Gortner, Lahmers and Zulauf (2000) and Nonis, Philhours, and Hudson (2006) used time diaries as direct measures of time management among students. Each study observed that amount of time spent studying was positively related to students' GPAs.…”

Section: Psychosocial Factorsmentioning

confidence: 99%

Psychosocial Factors Predicting First-Year College Student Success

Krumrei-Mancuso

Newton

Kim

et al. 2013

csd

197

109

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Student success is at the heart of the educational enterprise. College success helps students to meet long-term personal and career goals and provides a range of monetary, psychosocial, and physical benefits (Baum & Ma, 2007). For years, concern has been expressed about graduation rates (Swail, 2004). Only slightly more than half (57%) of full-time students first going to a 4-year institution seeking a bachelor's degree end up achieving that goal within 6 years (National Center for Education Statistics, 2010, Indicator 21). Furthermore, given the high rate of students who discontinue their education at their original institution, retention is a popular topic within provides a reference list of over 1,400 publications on student retention. In addition, the entrepreneurial market has developed numerous consulting organizations that aid universities in increasing retention.Retaining students until graduation is often a direct fulfillment of the mission of institutions of higher learning. Colleges and universities are concerned with preparing students for productive roles in society. Students who terminate their education prior to graduation lose the time and finances that they have invested in the educational process without gaining the benefits of a degree. Admitting a student into the institution carries with it a certain level of commitment on the part of the institution to support the success of the student. Secondarily, retention is of concern to institutions for financial reasons. When students discontinue, a university is faced with the loss of campus resources that have been invested in the student as well as the loss of future revenue in the form of tuition.Students discontinuing their education may reflect a failure on the part of the institution to support students' progress or respond to students' needs. Colleges and universities have invested a great amount of money in retention services (e.g., preparation courses, first-year seminars, academic success centers, advising interventions, tutorial programs, and counseling) in the hopes of retaining students through graduation. These represent substantial investments to improve student opportunities for success. Seidman (2005) indicated that promoting student success involves early identification of individual needs followed by a prescription for action.Psychosocial learning factors are useful points of intervention for professionals to actively promote student success (Krumrei & Newton, 2009). Institutions of higher education are in need of assessments of psychosocial learning factors that can be used to customize interventions to students' characteristics . Given institutional cost Psychosocial Factors 4 restraints, it would benefit colleges and universities to make use of tools in house rather than allocating substantial funding toward private consulting organizations promising retention results. Measuring College Student SuccessTinto (1987, 2005) observed that efforts to promote student success are hampered when research focuses on student attrition ra...

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“…When considering the relationship between study time and performance, it is not only how much time a student spends studying but also how effectively this time is spent that influences academic performance (Nonis, 2006). According to Stinebrickner and Stinebrickner (2004).…”

Section: Importance Of Study Habits Constructsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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The present study estimates the global validity of existing constructs and serves as the basis for the development of the Self-Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries.Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, seat at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remind quite the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class-hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified are necessary.Keywords: academic performance, high/low-context countries, high-performing students, low-context country, multicultural classroom, study habits Statement of ProblemPerhaps the greatest challenge of faculty teaching in multicultural classrooms in college is to devise teaching methodologies that help all students to learn and understand the subjects under discussion. This researcher sustains that all things being equal, what remains different in a multicultural classroom is the cultural background (and the implied habits) of students and teachers. Class observations and interview with high-performing students showed that most high and low performing students have some habits in common. Hence, it is considered important to know what habits college students have and, in case of low-performing students, which of those habits need to be changed in order to improve performance. The importance of improving habits lays in their relationship with attitudes, which are deemed important for achieving high academic performance.A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011).Classroom observations show that under the same conditions, namely same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of the day ...

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Where Does the Time Go? A Diary Approach to Business and Marketing Students’ Time Use

Cited by 42 publications

References 34 publications

Incidencia de la distribución del tiempo no lectivo de los docentes en Educación Primaria en el aprendizaje de sus estudiantes

Incidencia de la distribución del tiempo no lectivo de los docentes en Educación Primaria en el aprendizaje de sus estudiantes

Psychosocial Factors Predicting First-Year College Student Success

Influence of Study Habits on Academic Performance of International College Students in Shanghai

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